도덕교육의 핵심역량으로서의 수행적ㆍ도덕적 인격에 관한 연구
A Study on Performance Character and Moral Character as the Key Competencies of Moral Education
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이 연구는 우리가 도덕ㆍ인성교육을 실천해 감에 있어 자라나는 세대들에게 무엇을 가르치고어떤 것들을 길러주어야 마땅한가라는 문제와 관련하여 근래 대두되고 있는 수행적․도덕적 인격교육론에 대해 탐구해 보는 데 그 목적이 있었다. 수행적․도덕적 인격교육론은 기본적으로인격적인 존재란 두 가지를 조화롭게 구유할 때 가능하다고 보는 입장에서 출발한다. 일을 잘하는 사람과 선한 삶을 사는 사람이 그것이다. 전자가 수행적 인격 그리고 후자가 도덕적 인격에 각각 관련된다. 이 연구는 바로 이러한 입장의 인격 및 인격교육론에 관해 탐색하고 그 도덕교육적 시사점에 관해 숙고해 보는 데 주안점이 있었다. 이를 위해 구체적으로 수행적․도덕적인격교육론의 대두 배경과 그 의미 및 특징, 정당화 근거, 최근의 동향과 발전 양상, 수행적․도덕적 인격교육의 지향점으로서의 8인격강점 및 지도원리로서의 4핵심전략 등에 대해 고찰해 보는 한편, 수행적․도덕적 인격교육론의 한계와 문제점 및 우리 도덕․인성교육에 주는 시사점을또한 탐구, 제시하였다.
Abstract
In this paper, I have tried to inquire the theory and practice of performance/moral character and its education to contribute to identify and construct the key competencies for moral/character education in our country. The theory of performance/moral character has the position that virtuous person must cultivate harmoniously the two sides of character. One is performance character that is related to working very well and the other is moral character that is necessary to live moral life. The former is a mastery/task orientation and the latter is relation orientation. The performance character consists of the character strengths, such as self-discipline and best effort that enable us to pursue our personal best. While the moral character consists of those qualities such as integrity, justice, caring and respect that are needed for successful interpersonal relationships and ethical behaviors. There some important points about performance/moral character. First of all, whereas moral virtues are intrinsically good, performance virtues can be used for bad ends, so we need to strive to exercise performance virtues based on good will for desirable purpose. Both performance character and moral character have three psychological components: awareness, feeling and emotion, and action. And in a person of character, performance character and moral character support each other in an interdependent way. So when we implement performance/moral character education, it is necessary to integrative approach to them, and it is desirable that performance character and moral character are fostered and promoted in terms of 8 character strengths. Lastly, if we really want our kids to have true characters, we must help them bring up synthetically the two sides of character, that is performance character and moral character. For this reason, in the paper I studied and discussed several themes here such as the social and academic background, meaning and characteristics of performance/moral character, the justification basis of performance/moral character, the recent trend and development of performance/moral character theory, the 8 character strengths and 4 key strategies for the education of performance/moral character, and the implications and contributions, the limitations and problems of performance/moral character theory and real practices.
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